一般大學多元入學與就學機會之研究

Abstract

本研究以台灣高等教育整合資料庫資料為研究資料，透過卡方考驗（Chi-square test）和邏輯迴歸分析（logistic regression analysis），分析：（一）學生背景與多元入學管道之關聯；（二）學生背景、多元入學管道與就學機會之關聯；（三）在多元入學管道下，學生背景與就學機會之關聯。除量化研究外，本研究也以公立高中輔導教師為研究對象，進行半結構式訪談，瞭解學生選擇入學管道的考量因素，以及學生、家長和教師對多元入學制度的看法。藉由研究發現探討大學多元入學制度對學生就學機會的影響，從而對教育實務、政策改進和未來研究發展提供建議。

研究結果顯示：（一）母親教育程度較高、父親從事「教師、軍人」工作、家庭年收入較低者，經由推薦甄選和個人申請管道進入一般大學的機率均高於考試分發者；（二）學生在選擇入學管道時，主要是受大學學測成績的影響，甚少受社經背景因素影響；（三）在控制背景變項後，高社經背景者對於進入公立大學似乎沒有太多優勢，反而是大學學測成績越佳者進入公立大學的機率就最高；（四）在多元入學管道下，儘管有較多低家庭年收入者經由個人申請管道入學，但其仍無進入公立大學的優勢。因為，個人功績仍然是影響學生就學機會的重要因素。所以，不論是何種入學管道，大學學測成績越佳者進入公立大學的機率就最高，而成績較不理想的學生則進入私立大學。

In this study, the data analyzed is from Taiwan Integrated Postsecondary Education Database (TIPED). Chi-square Test and logistic regression analytical methods are used to examine: (1) the relationship between students’ individual background and the multi-channel college admission,(2) the relationship between students’ individual background and the opportunity for accessing university, (3) the relationship between students’ individual background and access to university under the Multi-Channel College Admission System. In addition, semi-structured interviews with public high school counselors were conducted to investigate factors that affect students’ choice of admission channels. Based on the analytical and interview results, the impact of students’ individual background on access to general higher education under the Multi-Channel College Admission System is discussed. Suggestions for the amendment of educational policy and future study are provided.

The results showed that: (1) Students whose mothers have higher education, fathers’ job are teachers or soldiers, those who come from low-income families, and those with higher scores in General Scholastic Ability Test have more opportunities to enter universities through recommended admissions or applications. (2) Students’ choice of admission channels is mainly determined by the results from General Scholastic Ability Test results. It is less affected by socio-economic background factors. (3) After controlling the effects of students’ individual background and admission channels, students who got higher scores in the General Scholastic Ability Test have better chances entering public universities. (4) Low-income students are more likely entering universities through applications, but their chance of entering public universities is lower. Because individual merit still is an important factor in predicting access to university, students who got higher scores in the General Scholastic Ability Test gained more opportunities to enter public universities whereas who got lower scores entered private universities.